Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Brynn Greenway
3/22

Subject/ Topic/ Theme

Plants

Grade ____2nd____________

I. Objectives
How does this lesson connect to the unit plan?
We will be setting up our seed bag for our bean experiment
cognitiveR U Ap An E C*

Learners will be able to:

Students will get with partner and will create one control group and one experiment group.
Students will apply the vocabulary words from the previous day to their experiment by using the Before Experiment
worksheet.
Students will create a seed bag as instructed with the provided materials.

physical
development

A, C
A

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science
CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of
closure.observations).
CCSS.ELA-Literacy.L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students will have knowledge of what a plant needs to grow and our experiment vocabulary.
Pre-assessment (for learning):

We will review yesterdays vocabulary and how it will apply to our experiment.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Students will create their bean experiment.

Formative (as learning):
Students will fill out a worksheet when they do their experiment that has them apply the vocabulary.
Summative (of learning): Brief discussion/answering questions

What barriers might this

lesson present?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Students will have to do various

activities around the classroom to
prepare their bean seeds.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide options for expression and

communication- increase medium
of expression

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be testing different
things and then will have to create
two bags, one that is a control and
one that is an experiment.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

Students will apply the

vocabulary to their experiment.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will be monitoring

their plant and keeping track of
its growth.
Bean seeds, ziplock bags, stapler, paper towel, Before Experiment Worksheet, tape

Like normal

III. The Plan

Time
9:209:25

Components
Motivation
(opening/
introduction/
engagement)

9:259:30

9:309:50

9:509:55

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Development
(the largest
component or
main body of
the lesson)

Closure
(conclusion,
culmination,
wrap-up)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Students will start off in their desks. They will turn
Students will sit in their seats quietly and say the
around to face the board and we will review the
definition of the word after I say the term.
vocabulary from the previous day. I will say the
term, they will say the definition together as a
class.

I will explain to the class that they will be getting

in their PB&J partners. Half of the class will be
testing seeds in the dark and half will be testing
seeds with no water. I will show them an example
bag of how to set it up. I will also pass out the
worksheet they can work on while other table
groups are preparing their seed bags. I will ask
questions such as: why are we setting up our
experiment like this? Why is a control group
important? Why is everyone getting multiple
seeds?

Students will listen to instructions.

I will help students and answer any questions they

may have.

Students will get in the PB&J partners and decide

who will do the control bag and who will do the
experiment bag. Then they will set up the bags and
put them in the proper place.

I will ask students to clean up any mess they may

have. I will then tell the students that the next day
we will be learning more about seeds the next day
and we will be learning later about how our beans
will develop.

Students will clean up any mess and listen

attentively.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Today did not go as planned. My lesson was interrupted because a special got rescheduled during the middle of it. It also took
students a lot longer to set up their seed bags than expected. I was impressed at how the students applied the vocabulary
words in their worksheets, but I could also tell that we needed to do more work with some of them. If I were going to do this
again I would probably write the instructions down on the board so students wouldnt have to keep asking me the questions.
I would also want more time, or maybe I could have explained it more the day before.

My Plant
Experiment
Name_______________________
Please use complete sentences.

Before Experiment
My variable:

__________________________________________

How I am testing my variable:

_____________________________________________________________________
_____________________________________
My hypothesis:
_____________________________________________________________________
_____________________________________________________________________
Draw a picture:

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